ArticleCBE life sciences education2018
EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates.
Article in CBE life sciences education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 21 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
21 citing papers in PubMed.
- The Conclusion Assessment Rubric (CAR): A Tool to Evaluate Students' Ability to Make Context-Driven Claims with Appropriate Scope from Experimental Biological Evidence.CBE life sciences education · 2026Article
- Examining Science Practices in an Introductory Biology Laboratory Curriculum.Integrative organismal biology (Oxford, England) · 2026Article
- An adapted process to develop customized assessments to measure the impact of biology lessons.Integrative organismal biology (Oxford, England) · 2026Article
- The state of introductory biology following 16 years of pedagogical reform sinceJournal of microbiology & biology education · 2025Article
- Nationally endorsed learning objectives to improve course design in introductory biology.PloS one · 2024Article
- Missed connections: Exploring features of undergraduate biology students' knowledge networks relating gene regulation, cell-cell communication, and phenotypic expression.CBE life sciences education · 2023Article
- How Administration Stakes and Settings Affect Student Behavior and Performance on a Biology Concept Assessment.CBE life sciences education · 2023Article
- Teach different: The CREATE pedagogy for ecology and evolution.Ecology and evolution · 2023Article
- The EvMed Assessment: A test for measuring student understanding of core concepts in evolutionary medicine.Evolution, medicine, and public health · 2023Article
- Teaching the process of science with primary literature: Using the CREATE pedagogy in ecological courses.Ecology and evolution · 2022Article
- Revisiting Clickers: In-Class Questions Followed by At-Home Reflections Are Associated with Higher Student Performance on Related Exam Questions.Journal of microbiology & biology education · 2022Article
- GenBio-MAPS as a Case Study to Understand and Address the Effects of Test-Taking Motivation in Low-Stakes Program Assessments.CBE life sciences education · 2021Article
- Fostering equity, diversity, and inclusion in large, first-year classes: Using reflective practice questions to promote universal design for learning in ecology and evolution lessons.Ecology and evolution · 2021Article
- From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond.Ecology and evolution · 2020Article
- Design-Based Research: A Methodology to Extend and Enrich Biology Education Research.CBE life sciences education · 2020Article
- Resources for Teaching and Assessing theCBE life sciences education · 2020Article
- Learning Progressions: An Empirically Grounded, Learner-Centered Framework to Guide Biology Instruction.CBE life sciences education · 2019Article
- A Biology Core Concept Instrument (BCCI) to Teach and Assess Student Conceptual Understanding.CBE life sciences education · 2019Article
- GenBio-MAPS: A Programmatic Assessment to Measure Student Understanding of Vision and Change Core Concepts across General Biology Programs.CBE life sciences education · 2019Article
- Tools for Change: Measuring Student Conceptual Understanding Across Undergraduate Biology Programs Using Bio-MAPS Assessments.Journal of microbiology & biology education · 2019Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
A new assessment tool, Ecology and Evolution-Measuring Achievement and Progression in Science or EcoEvo-MAPS, measures student thinking in ecology and evolution during an undergraduate course of study. EcoEvo-MAPS targets foundational concepts in ecology and evolution and uses a novel approach that asks students to evaluate a series of predictions, conclusions, or interpretations as likely or unlikely to be true given a specific scenario. We collected evidence of validity and reliability for EcoEvo-MAPS through an iterative process of faculty review, student interviews, and analyses of assessment data from more than 3000 students at 34 associate's-, bachelor's-, master's-, and doctoral-granting institutions. The 63 likely/unlikely statements range in difficulty and target student understanding of key concepts aligned with the Vision and Change report. This assessment provides departments with a tool to measure student thinking at different time points in the curriculum and provides data that can be used to inform curricular and instructional modifications.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.